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CAPSL
Special Purpose Certificate in Academic Practice Handbook 2019–2020
TABLE OF CONTENTS
Introduction: ............................................................................................................................................................................................... 1
Special Purpose Professional Certificate in Academic Practice ................................................................................................ 1
Audience ....................................................................................................................................................................................................... 1
Course Features ....................................................................................................................................................................................... 2
Aims and Learning Outcomes ............................................................................................................................................................... 4
Modules and Module Descriptions ..................................................................................................................................................... 5
Course Timetable ...................................................................................................................................................................................... 6
Hilary Term 2020 ............................................................................................................................................................................... 6
Michaelmas Term 2019 ...................................................................................................................................................................... 7
Perspectives on teaching and Learning in Higher Education ..................................................................................................... 9
Curriculum design in Higher Education .......................................................................................................................................... 11
Technology enhanced learning in Higher Education ................................................................................................................. 13
Research supervision in Higher Education .................................................................................................................................... 15
Assessment and feedback in Higher Education ........................................................................................................................... 17
Reflecting on and Evaluating your Teaching in Higher Education ........................................................................................ 19
Developing creative teaching and learning approaches in your discipline ........................................................................ 21
Embedding Reflection in the Curriculum ....................................................................................................................................... 23
Enabling Student Partners in Assessment ..................................................................................................................................... 25
Assessment Strategy ............................................................................................................................................................................. 27
The Professional Teaching Portfolio: Application process ....................................................................................................... 28
The Professional Teaching Portfolio: Criteria ............................................................................................................................... 28
The Professional Teaching Portfolio: Guidelines......................................................................................................................... 31
Rubrics Appendix .................................................................................................................................................................................... 41
Course Entry requirements ................................................................................................................................................................. 61
Progression ............................................................................................................................................................................................... 61
1
INTRODUCTION:
SPECIAL PURPOSE PROFESSIONAL CERTIFICATE IN ACADEMIC PRACTICE
he Professional Special Purpose Certificate in Academic Practice is a level 9, non-
major award that focuses on professional development in academic practice,
integrating four interrelated facets: teaching, learning, research and leadership. It carries a
credit volume of 15 ECTS. This course offers a professional qualification in academic
practice for staff in Trinity and is designed to be flexible, research-informed and practice-
based. It encourages candidates to select their own professional development agenda in
academic practice, and allows them to develop and evidence their academic practice,
knowledge and values throughout their careers at times that are appropriate to them. Upon
completion of the certificate staff can undertake further modules to facilitate lifelong
learning and help maintain high quality practice throughout their careers. The Course is
based on the premise that everybody educating our students in Trinity should be committed
to and supported in achieving an excellent student learning experience.
AUDIENCE
WHO IS THE COURSE FOR?
This Professional Special Purpose Certificate in Academic Practice is for academics or
academic-related professionals in Trinity, including researchers with teaching
responsibilities, part time or adjunct teaching staff, or staff with roles in supporting learning.
As the course focuses on application of theory to practice and has a strong focus on
reflection and evaluation, all candidates should be in an active teaching or supporting
learning role while participating in the course. Please contact us if you have any questions
about this. This course is not open to Postgraduate Teaching Assistants as a separate for
credit module exists for this purpose.
Early career academics should complete Module 1 - Perspectives on Teaching and Learning in Higher Education (previously called Introduction to teaching in Higher Education) as one of their 5 ECTS modules and select two more modules of 5 ECTS each, thereby contributing to the total credit volume of 15 ECTS.
T
2
COURSE FEATURES
FLEXIBILITY
All modules have a credit volume of 5 ECTS. Each module contains 10-12 hours of teaching
time which take place at times that are chosen to provide as much flexibility to the
participant as possible (including a variety of days and times such as
lunchtimes/evenings/reading weeks etc.).
INCLUSIVITY
There is a growing cohort of professionals in Trinity who support teaching and learning in
various guises (for example library staff; career staff; academic developers; instructional
designers; learning technologists; adjunct lecturers). This course is open to all academic and
professional staff with an active teaching role. (see “Who is the course for”)
CHOICE
Candidates choose from a suite of modules, according to their interests and professional
needs. An initial pool of modules has been developed and subsequent modules will be
added to this pool as priority areas for professional development are identified. This allows
the course to be responsive to the needs of the professional community, to national or
international trends and influences, and to Trinity’s strategic priorities in teaching &
learning. Successful completion of any 3 modules will result in the award of a Professional
Special Purpose Certificate in Academic Practice.
ASSESSMENT ROUTES
Participants may submit an assignment upon completion of each module. Assignments are
designed to be applicable to the disciplines and constructed to focus on the application of
theory into practice. Upon successful completion of three modules, the Professional Special
Purpose Certificate in Academic Practice can be awarded.
OR
Participants can attend modules (totalling 15 ECTS) and opt for assessment by portfolio
where they will apply their learning from these modules through a professional teaching
portfolio. Upon completion of three modules and the accompanying Teaching Portfolio, the
successful Professional Special Purpose Certificate in Academic Practice can be awarded.
3
RESEARCH-LED
All modules are underpinned and informed by a research-led approach to academic
practice. Participants develop and evidence their academic practice through critically
evaluating research in teaching and learning in higher education and using it to inform the
development of their practice, or through undertaking pedagogical research within their
discipline.
THEORY TO PRACTICE
The course is designed to provide a balance between theory and practice, to be research-
informed and evidence-based. Participants are involved and active in practice-focused
workshops and seminars that address educational theories/the literature of Higher
Education and their application in practice. This approach provides participants with
opportunities to address areas of challenge and interest within their discipline. Modules are
structured to encourage theory, action, participation, discussion, analysis and critical
reflection.
CROSS DISCIPLINE
The Course’s pedagogical approach is one of collaborative learning where the collective
knowledge, experience and expertise of participants in teaching & learning across the
disciplines is maximised. Modules facilitate a multi-disciplinary approach, where
professional dialogue and the sharing of experiences are used as a source of learning. A
variety of approaches to supporting student learning are fostered though professional
dialogue where participants engage with and learn from others within the subject, across
the disciplines and from within the wider higher education community.
4
AIMS AND LEARNING OUTCOMES
AIMS
The Professional Special Purpose Certificate in Academic Practice aims to:
improve the teaching & learning experience within Trinity
enable recognition and recording of the professional development of those involved
in teaching and supporting learning
recognise the importance of the preparation of staff for teaching and their continued
support in academic practice
facilitate staff to build and evidence achievement in their academic practice
encourage staff to renew and share their teaching knowledge and skills within a
research-led context
enable staff to apply to individual practice a repertoire of appropriate teaching and
learning principles, strategies, models and approaches
encourage staff to access the research and literature on teaching and learning in
higher education in order to inform conclusively the development of their practice
foster multi-disciplinary critical discussion as a source of learning
LEARNING OUTCOMES
Upon completion of the Professional Special Purpose Certificate in Academic Practice
students should be able to:
1) Identify the knowledge, skills, competencies and professional values necessary to
teaching & learning in Higher Education.
2) Analyse the challenges of teaching & learning in Higher Education.
3) Apply to individual practice a repertoire of appropriate teaching and learning
strategies, methodologies, pedagogies, models and approaches.
4) Evaluate their teaching through reflection and the Scholarship of Learning and
Teaching.
5
5) Identify and critically appraise the academic literature on teaching and learning in
Higher Education.
6) Use the research and literature on teaching and learning in Higher Education to
inform the development of practice.
7) Engage with and learn from others within the subject and from within the wider
Higher Education community.
MODULES AND MODULE DESCRIPTIONS
VP1001 Perspectives on Teaching and Learning in Higher Education
VP1002 Curriculum design in Higher Education
VP1003 Technology enhanced learning in Higher Education
VP1004 Research supervision in Higher Education
VP1006 Assessment and feedback in Higher Education
VP1011 Reflecting on and evaluating your Teaching in Higher Education
VP1013 Developing Creative Teaching and Learning Approaches in Your Discipline
VP1016 Embedding Reflection in the Curriculum
VP1019 Enabling student partnership in assessment
6
COURSE TIMETABLE
HILARY TERM 2020
Reflecting on and Evaluating your Teaching in Higher Education
Facilitators: Dr Mike Wride & Dr Jonny Johnston
Venue: Room 1.03, 3-4 Foster Place
Class 1 – Friday 17th January 2020 (10-1)
Class 2 – Friday 17th January 2020 (2-4)
Class 3 – Friday 7th February 2020 (10-1)
Class 4 – Friday 7th February 2020 (2-4)
Class 5 – Friday 14th February 2020 (10-1)
Enabling student partnership in assessment
Facilitators: Dr Jonny Johnston, Dr Mike Wride, Dr Cicely Roche & Dr Niamh
McGoldrick
Venue: Room 1.03, 3-4 Foster Place
Class 1 – Monday 20th January 2020 (10:30-1)
Class 2 – Monday 20th January 2020 (2-4:30)
Class 3 – Monday 3rd February 2020 (10:30-1)
Class 4 – Monday 3rd February 2020 (2-4:30)
Class 5 – Monday 17th February 2020 (10:30-1)
Class 6 – Monday 17th February 2020 (2-4:30)
Curriculum Design in Higher Education
Facilitators: Dr Mike Wride & Dr Jonny Johnston
Venue: Room 1.03, 3-4 Foster Place
Class 1 – Wednesday 22nd January 2020 (10-1)
7
Class 2 – Wednesday 29th January 2020 (10-1)
Class 3 – Wednesday 5th February 2020 (10-1)
Class 4 – Wednesday 12th February 2020 (10-1)
MICHAELMAS TERM 2019
Perspectives on Teaching and Learning in Higher Education
Facilitator: Dr Michael Wride
Time: 10:00 – 16:00
Venue: Room 1.03, 3-4 Foster Place
• Class 1 – Tuesday 27th August 2019
• Class 2– Wednesday 28th August 2019
• Class 3 – Tuesday 10th September 2019
Early career academics should complete Module 1 - Perspectives on Teaching and
Learning in Higher Education as one of their 5 ECTS modules and select two more
modules of 5 ECTS each, thereby contributing to the total credit volume of 15 ECTS.
Assessment and Feedback in Higher Education
Facilitators: Dr Mike Wride, Dr Cicely Roche, Dr Ciara O’Farrell & Ms Catherine Kane
Time: 11:00 - 13:00
Venue: Room 1.03, 3-4 Foster Place
• Class 1 – Tuesday 8th October 2019
• Class 2 – Tuesday 15th October 2019
• Class 3 – Tuesday 22nd October 2019
• Class 4 – Tuesday 29th October 2019
• Class 5 – Tuesday 5th November 2019
• Class 6 – Tuesday 12th November 2019
8
Perspectives on Teaching and Learning in Higher Education
Facilitator: Dr Michael Wride
Time: 10:00 – 16:00
Venue: Room 1.03, 3-4 Foster Place
• Class 1 – Tuesday 19th November 2019
• Class 2– Wednesday 20th November 2019
• Class 3 – Tuesday 10th December 2019
Early career academics should complete Module 1 - Perspectives on Teaching and
Learning in Higher Education as one of their 5 ECTS modules and select two more
modules of 5 ECTS each, thereby contributing to the total credit volume of 15 ECTS.
Technology Enhanced Learning in Higher Education
Facilitators: Kevin O’Connor & David Hamill
Time: 12:00 - 14:00
Venue: Room 1.03, 3-4 Foster Place
• Class 1 – Thursday 24th October 2019
• Class 2 – Thursday 31st October 2019
• Class 3 – Thursday 7th November 2019
Week of Monday 11th November 2019 - Individual consultancies of 20
minutes available this week (optional).
• Class 4 – Thursday 21st November 2019
• Class 5 – Thursday 28th November 2019
• Class 6 – Thursday 5th December 2019
9
PERSPECTIVES ON TEACHING AND LEARNING IN HIGHER EDUCATION
his module is aimed at academics or academic-related professionals who teach and
support student learning and who may be new to a teaching role. It will provide
perspectives for participants on the knowledge, skills and values that teaching in higher
education requires. The module will enable teachers in higher education to clarify and
reflect on their own conceptions of and approaches to teaching and learning, to reflect on
and evaluate their teaching roles, including developing a teaching philosophy and to apply
the theories of education and the principles of teaching and learning to their discipline. It
will introduce strategies for small and large group teaching, explore the fundaments of
curriculum design and constructive alignment and investigate how to involve and engage
students in the learning process, including an introduction to technology-enhanced learning.
The module is designed to develop a supportive community of practice and will provide
opportunities for participants to carry out micro-teaching and to receive formative peer
feedback.
For those early career academics taking the Special Purpose Cert for credit, this module
should be completed as one of their three 5 ECTS modules. The modules form part of the
Special Purpose Certificate in Academic Practice, where modules are taken individually and
built up to a professional qualification in academic practice (15 ECTS).
NB Early career academics should complete Module 1 – Perspectives on Teaching and
Learning in Higher Education as one of their 5 ECTS modules and select two more modules
of 5 ECTS each, thereby contributing to the total credit volume of 15 ECTS.
T
VP1001
10
MODULE LEARNING OUTCOMES
On successful completion of this module participants should be able to:
1. Discuss concepts, theories and philosophies of teaching and learning.
2. Demonstrate how appropriate teaching and assessment strategies have been developed and applied to promote learning.
3. Demonstrate critical awareness of the literature of teaching and learning.
4. Articulate/illustrate how their professional values about academic practice, have been influenced by engagement with this module.
ASSESSMENT
Submission of a rationale for the development of a module incorporating student-centred/active learning approaches and backed up by appropriate theory and practice.
(2,500 words or word equivalent; e.g. 10 min podcast).
OR
Two research-informed CAPSL-type resources on any aspect of your student-centred/active learning approaches:
For: academic staff/staff supporting student learning.
Featuring:
• An introduction to and discussion of the approach
• A case study or vignette of the pedagogy in practice (approx. 1250 words each – – approx. 2 pages plus references)
OR
Participants can also choose to submit a professional teaching portfolio for assessment
consideration upon completion of any 3 modules (7,500 words or word equivalent).
Please see Rubric on Page 41.
MODULE COORDINATOR
Dr Mike Wride
TEACHING STAFF
Dr Mike Wride
11
CURRICULUM DESIGN IN HIGHER EDUCATION
his module will introduce curriculum design and development at both module and
programme level. It will discuss the means by which curricula can be designed to
improve coherency and enhance student learning, and analyse the challenges of curriculum
development. It will explore and critique different models and frameworks of curriculum
design, including the outcomes-based approach to student learning and inclusive
curriculum. It will also examine the relationship between curriculum planning, teaching
strategies and assessment (constructive alignment). Participants will have the opportunity
to engage in the design or development of a module for Higher Education, including the
integration of technology-enhanced learning into module curriculum design.
MODULE LEARNING OUTCOMES
On successful completion of this module participants should be able to:
1. Discuss the principles, purposes and challenges of curriculum design.
2. Develop and apply effective curriculum design strategies.
3. Demonstrate critical awareness of the literature of curriculum design.
4. Articulate/illustrate how their professional values about academic practice, have
been influenced by engagement with this module.
T
VP1002
12
ASSESSMENT
Submission of a rationale for a design or development of the curriculum of a module for one’s discipline.
(2,500 words or word equivalent; e.g. 10 min podcast).
OR
Two research-informed CAPSL-type resources on any aspect of curriculum design:
For: academic staff/staff supporting student learning
Featuring:
• An introduction to and discussion of the approach
• A case study or vignette of the approach (1250 words each – approx.. 2 pages plus references)
OR
Participants can also choose to submit a professional teaching portfolio for assessment
consideration upon completion of any 3 modules (7,500 words or word equivalent).
Please see Rubric on page 43.
MODULE COORDINATOR
Dr Mike Wride
TEACHING STAFF
Dr Ciara O’Farrell
Dr Mike Wride
Ms Catherine Kane
13
TECHNOLOGY ENHANCED LEARNING IN HIGHER EDUCATION
his module is aimed at teaching staff who wish to explore the meaningful integration
of technology into their teaching practice. Participants will develop the knowledge
and skills required to integrate technology-enhanced learning activities into their own
practice using blended learning (a mixture of online and face-to-face learning) via
Blackboard Learn. There will be a focus on guiding participants on the use of the ‘flipped
classroom’ approach whereby students engage with online materials such as videos and
readings before participating in online and in-class activities.
The various forms of technology-enhanced learning activities will be explored. Appropriate
research literature and instructional design principles will be referred to throughout the
module. The module is comprised of online activities and face-to-face sessions covering
topics such as module design, video creation, communication tools and online assessment.
Classes will involve working in teams to complete activities and individual consulting
sessions will also be provided. The assessment requires participants to construct
technology-enhanced learning activities focused on an authentic area of their teaching.
Participants will also be asked to write an assignment or create a video discussing their
created activities.
MODULE LEARNING OUTCOMES
On successful completion of this module participants should be able to:
1. Evaluate the relationship between technology and pedagogy in Higher Education
with reference to the activities created through the module and the literature on
technology-enhanced learning
2. Apply instructional design principles for blended learning
3. Create appropriate technology-enhanced learning activities within Blackboard to
support student learning
4. Articulate/illustrate how their professional values about academic practice, have
been influenced by engagement with this module.
T
VP1003
14
ASSESSMENT
The module will be assessed by:
• the completion and development of technology-enhanced learning activities in a virtual
learning environment, currently Blackboard.
and
• a 1,500-word assignment or 8-minute video based on the activities created for the
module.
Please ensure you stay within 10% of the assignment or video length otherwise marks will
be deducted relative to the additional length.
Please see Rubric on page 45.
MODULE COORDINATOR
Dr Julie Byrne
TEACHING STAFF
Kevin O’Connor
David Hamill
15
RESEARCH SUPERVISION IN HIGHER EDUCATION
his module is aimed both at supervisors new to doctoral supervision and those who
are more experienced. It will encourage participants to think critically and
systematically about their supervision, exploring both the realities and requirements of the
practice of supervision and the pedagogies that guide it. Participants will thus be introduced
to institutional policies and procedures specific to Trinity but also to themes such as
optimising applicant attractions or supporting the learning process through supervision. The
rationale is to support academics involved in the process of research supervision whilst
cultivating scholarly exchange by encouraging supervisors from across the disciplines to
share and critique dialogues about supervision.
MODULE LEARNING OUTCOMES
On successful completion of this module participants should be able to:
1. Recognise and interpret key themes and arguments in relation to, and consequences
of, research supervision in higher education
2. Reflection and evaluation of the pedagogies that guide supervision practice
3. Demonstrate critical awareness of the literature of teaching and learning
4. Articulate/illustrate how [their] professional values about academic practice have
been influenced by engagement with this module.
T
VP1004
16
ASSESSMENT
The module will be assessed by an assignment to be submitted on completion of the
module based on the learning from the module. The assessment will involve an engagement
with the literature on research supervision in Higher Education and a reflection on own
relevant disciplinary supervision (2,500 words or word equivalent).
OR
Participants can also choose to submit a professional teaching portfolio for assessment
consideration upon completion of any 3 modules (7,500 words or word equivalent).
Please see Rubric on page 47.
MODULE COORDINATOR
Dr Michelle Share
TEACHING STAFF
Dr Michelle Share
17
ASSESSMENT AND FEEDBACK IN HIGHER EDUCATION
his module explores the key role that assessment and feedback play in enhancing
student learning. Participants will explore how the practice of assessment is
multifaceted and interlinked and how managing it and improving practice (for both the
assessor and the student) requires an integrated research-informed approach. This module
will enable participants to share their experiences and practices of assessment and
feedback, and reflect on its challenges and opportunities; e.g. student self- and peer-
assessment, assessment of graduate attributes, programmatic assessment, and giving and
receiving feedback. The module will open up space for debate around these issues. It will
also explore assessment literacy and will introduce technology enhanced approaches to
assessment and feedback. Overall, the module will lead to developments in assessment and
feedback practices that enhance student learning.
MODULE LEARNING OUTCOMES
On successful completion of this module participants should be able to:
1. Discuss the principles, purposes and challenges of assessment and feedback.
2. Develop and apply effective assessment and feedback strategies.
3. Demonstrate critical awareness of the literature of assessment and feedback.
4. Articulate/illustrate how their professional values about academic practice have been influenced by engagement with this module.
T
VP1006
18
ASSESSMENT
Submission of a rationale for, reflection on and/or analysis of an assessment and/or feedback strategy for a module.
(2,500 words or word equivalent; e.g. 10 min podcast).
OR
Two research-informed CAPSL-type resources on any aspect of assessment and/or feedback:
For: academic staff/staff supporting student learning
Featuring:
• An introduction to and discussion of the approach
• A case study or vignette of the approach (1250 words each – approx. 2 pages plus references)
OR
Participants can also choose to submit a professional teaching portfolio for assessment
consideration upon completion of any 3 modules (7,500 words or word equivalent).
Please see Rubric on page 49.
MODULE COORDINATOR
Dr Mike Wride
TEACHING STAFF
Dr Ciara O’Farrell
Dr Mike Wride
Dr Cicely Roche
Catherine Kane
19
REFLECTING ON AND EVALUATING YOUR TEACHING IN HIGHER EDUCATION
his module uses reflection as a framework for critical inquiry into teaching in higher
education. Combining the practical elements of teaching and evaluation with a
scholarly approach to reflective practice, this module will use guided reflection as a vehicle
to stimulate participants to think critically and systematically about their teaching, exploring
both the realities of its practice and the pedagogies that guide it. The module also
encourages exploration of what it means to be an academic within this changed higher
education environment, and how to understand, define and develop new academic
identities through reflecting on and even problematizing their identities as teacher-scholars.
This reflection happens as part of a critical conversation that engages in a scholarly
discourse about, and evaluation of, teaching. This evaluation of teaching and learning will
thus take place in an environment of systematic dialogue, reflection, peer review, and
shared analysis. The module aims to provide a framework with which academics can foster a
more critical understanding of their role in this changing and uncertain higher education
environment. What arises is a ‘community of practice’ or a ‘teaching commons’ a space that
supports and encourages reflection, dialogue and research on teaching.
MODULE LEARNING OUTCOMES
On successful completion of this module participants should be able to:
1. Critically discuss how evaluation and reflection contribute to the development of teaching & learning practice.
2. Inform their teaching/supporting of learning through critical review of the appropriate literature of teaching and learning.
3. Present a reflection of their teaching/supporting learning role or teaching philosophy, and apply methods of formative evaluation to peer presentations and feedback.
4. Articulate/illustrate how their professional values about academic practice, have been influenced by engagement with this module.
T
VP1011
20
ASSESSMENT
The module will be assessed by submission and review of: A written critical reflection on an aspect of one’s teaching, informed by the teaching and learning literature and reflective of the author’s professional values, and which demonstrates learning derived from the peer presentation and feedback activities during the module (circa 2,500 words or word equivalent). OR
Participants can also choose to submit a professional teaching portfolio for assessment consideration upon completion of any 3 modules (7,500 words or word equivalent).
Please see Rubric on page 51.
MODULE COORDINATOR
Dr Cicely Roche
TEACHING STAFF
Dr Mike Wride
Dr Cicely Roche
21
DEVELOPING CREATIVE TEACHING AND LEARNING APPROACHES IN YOUR
DISCIPLINE
his module is aimed at academics and those who teach and support student learning.
It will enable teachers in higher education to clarify and reflect on their conceptions
of, and approaches to, creativity in teaching and learning. Through both individual and
collaborative enquiry, it will enable them to reflect on the extent to which they are being
creative in their teaching roles, and enable them to apply theories and philosophies of
creativity to the principles of teaching and learning and curriculum development in their
discipline.
Practical creative strategies for stimulating more creative thinking in both small and large
group teaching will be discussed, and explore opportunities for more creative assessments
that involve and engage students in creative learning processes. The role of social media and
virtual learning environments (VLEs) in teaching and learning creatively will also be explored.
LEARNING OUTCOMES
On completing this module, participants should be able to:
1. Discuss concepts, theories and philosophies of creativity.
2. Develop and apply creative teaching and assessment strategies to promote learning.
3. Demonstrate critical awareness of the literature of creativity and creativity in
teaching and learning.
4. Articulate/illustrate how their professional values about academic practice, have
been influenced by engagement with this module.
T
VP1013
22
ASSESSMENT
The assessment has a ‘multi-format’, inclusive approach; i.e. a flexible range of assessment options to encourage a wider range of opportunities for creative expression beyond traditional modes of assessment. It has two parts:
Part 1: Submission of a rationale for, or a critical reflection on, the creative development of a module: 1,800-2,000 words or word equivalent; e.g. podcast, poster, wiki, blog, resource document etc.
Part 2: Production of a creative artefact to articulate/illustrate how your professional values about academic practice have been influenced by engagement with this module: 500-700 words equivalent; e.g. creative writing, poem, drawing, cartoon, painting, ‘wall of photos’.
OR
Participants can also choose to submit a professional teaching portfolio for assessment consideration upon completion of any 3 modules (7,500 words or word equivalent).
Please see Rubric on page 53.
MODULE COORDINATOR
Dr Mike Wride
TEACHING STAFF
Dr Mike Wride
23
EMBEDDING REFLECTION IN THE CURRICULUM
he objective of embedding reflection within the curriculum is a key component of the
Trinity Education project (TEP). This module will enable participants to think critically
and systematically about their teaching and assessment of reflection/ reflective practice,
exploring both the realities of its practice and the pedagogies that guide it, and including
‘hands on’ introduction to relevant web 2 technologies (journals, blogs and wikis).
MODULE LEARNING OUTCOMES
On successful completion of this module participants should be able to:
1. Critically discuss how student reflection contributes to student learning and development.
2. Inform [their] teaching of reflection/ development of student reflection through
critical review of the appropriate literature, including consideration of the role of Web 2.0 technologies (journals, wikis and blogs) in facilitating student reflection.
3. Present a sample of embedding reflection/ reflective practice in the curriculum and
apply methods of evaluation to samples of embedding reflection/reflective practice.
4. Articulate/illustrate how [their] professional values about academic practice, have been influenced by engagement with this module.
T
VP1016
24
ASSESSMENT
The module will be assessed by:
A 10 to 15 minute Video clip (for example a Panopto video/you tube/ Mobile phone etc.) for academic colleagues where you demonstrate an approach to embedding reflection in the curriculum informed by this module's learning outcomes, for a 5 or 10ECTS module. The video should identify your rationale for the proposed activity, show how you have designed the activity and propose a means by which the impact of the activity will be evaluated. It should be informed by TEP Guidelines on Student Learning and Assessment and by the relevant literature.
OR
a written critical reflection on an aspect of one’s teaching reflection/ reflective practice to students, informed by the teaching and learning literature and reflective of the author’s professional values, and which demonstrates learning derived from the peer presentation and feedback activities during the module (2,500 words or word equivalent).
OR
Participants can also choose to submit a professional teaching portfolio for assessment consideration upon completion of any 3 modules (7,500 words or word equivalent).
Please see Rubric on page 55.
MODULE COORDINATOR
Dr Cicely Roche
TEACHING STAFF
Dr Cicely Roche
Kevin O’Connor
25
ENABLING STUDENT PARTNERS IN ASSESSMENT
ecognizing that many students arrive at Trinity with an at-best hazy understanding of
cultures and practices of assessment in higher education, this module is designed for
academic staff and academic-related staff involved in student assessment. Module
participants will be equipped with tools to encourage student openness to
assessment dialogue with the aim of fostering student insight into how to succeed in
assessment contexts at Trinity. Both those members of staff experienced in assessment
practices and those newer to assessing students at Trinity are likely to benefit from this
module’s practical approach, which explores shared understandings of assessment criteria,
rubrics, exemplars, feedback, and clarity of articulation of assessment tasks. Module
participants will work collaboratively to identify, discuss and develop resources with the
potential to enhance student and staff assessment literacy.
MODULE LEARNING OUTCOMES
On successful completion of this module participants should be able to:
1. Develop a critical outlook on evolving student perceptions of assessment practices.
2. Demonstrate critical awareness of the literature of assessment literacy.
3. Evaluate the relationship between assessment literacy, learner agency, and enhanced student learning.
4. Articulate/illustrate how their professional values about Academic Practice have been influenced by engagement with this module.
R
VP1019
26
ASSESSMENT
This module will be assessed through one of the following methods:
The submission of a 2,500 word reflective report or equivalent (e.g. 10 min. podcast)
reviewing, situating, and developing your own practice in assessment literacy/developing
student assessment literacy.
OR
The production of two CAPSL-style resources aimed at developing student assessment
literacy in your discipline. One of these should be targeted at students and one targeted at
staff supporting assessment; these resources should be accompanied by an annotated case
study/vignette introducing and discussing your approach. Each resource plus its
accompanying reflection should be c. 1250 words in length (approx. 2 pages plus references)
to a total submission value of c. 2,500 words.
OR
Participants can also choose to submit a professional teaching portfolio for assessment
consideration upon completion of any 3 modules (7,500 words or word equivalent.
Please see Rubric on page 57.
MODULE COORDINATOR
Dr Jonny Johnston
TEACHING STAFF
Dr Mike Wride
Dr Niamh McGoldrick
Dr Cicely Roche
27
ASSESSMENT STRATEGY
Assessment is both formative and summative, focusing on knowledge, application, skills and
competencies, reflection and evaluation. Guidelines and criteria for individual module
assignments will be supplied by the module coordinator. In all cases:
Attendance is compulsory for those seeking accreditation
The assessment weighting is 100%
Modules and portfolios are graded on a pass/fail basis
A 50% pass mark is required for portfolios or module assessments
In cases where candidates fail to achieve a minimum of 50% in a written assignment,
a resubmission will be permitted, normally within 2 months.
In cases where candidates fail to achieve a minimum of 50% in the professional
portfolio, the candidate will be invited to resubmit the portfolio within one working
month. Or the portfolio can be resubmitted for the next round of portfolio
submissions.
An external examiner will ensure that the regulations governing examining are
observed.
28
Appeals will be considered by a sub group of the Course Committee, chaired by the
Senior Lecturer.
If the appeal is not upheld, the student has the right to appeal to the Dean of
Graduate Studies, as per Calendar Part III.
For further information on appeals, please see Calendar Part III.
The Academic Appeals Committee is the final decision-making body.
Trinity has a policy on the provision of feedback to students on submitted work. For
postgraduate programmes this is 30 working days. Where this is not possible, the
module leader must inform you in advance and provide an alternative date for when
the feedback will be provided, as well as clear reasons for the delay. CAPSL aim to
give feedback within 30 working days from the date of the assignment deadline.
In some circumstances extensions may be granted (normally within the academic
year) at the discretion of the course director.
THE PROFESSIONAL TEACHING PORTFOLIO: APPLICATION PROCESS
An accreditation panel meets yearly to review and discuss portfolio applications (usually in
October). The panel will consist of the course director and coordinators of relevant modules.
Candidates will need to:
Submit the completed portfolio 4 weeks before the accreditation panel convenes.
Portfolio submissions for 2019-2020 should be submitted by 4th September 2020 to
THE PROFESSIONAL TEACHING PORTFOLIO: CRITERIA
The professional teaching portfolio is a candidate’s documentation, reflection and evaluation of their professional development in academic practice in terms of knowledge, values and successful engagement of teaching and learning activities.
The submitted Professional Teaching Portfolio (7500 words or word equivalent) will contain the following:
• A Teaching Philosophy Statement (750-1000 words)
• 3 reflective case studies (2000-2500 each)*
• Evidence of attendance at 3 modules (attendance is compulsory)
29
*It may be possible, in consultation with the Programme Director, that a case study detailing a more substantial activity may be submitted for assessment purposes. In this case a single 4500-5000 word reflective case study would be considered in place of 2 x 2000-2500 word case studies, and marked out of 40. This case study must relate to two of the modules you have undertaken. A third case study of 2000-2500 words must also be submitted.
CRITERIA
Teaching Philosophy Statement
40
Reflective Case Study 1
20
Reflective Case Study 2
20
Reflective Case Study 3
20
Total
100
TEACHING PHILOSOPHY STATEMENT
The Teaching Philosophy Statement is marked out of 40
MARKING CRITERIA
MARKS
Does the writer articulate and clarify their teaching and learning beliefs and values?
Are appropriate examples and reflections on experiences given to demonstrate alignment between beliefs and practice?
Is the statement demonstrably grounded in some knowledge of the teaching & learning literature?
Are relevant concepts, models and/or frameworks from the teaching & learning literature considered in ways that conclusively add value?
/40
Pass: The writer articulates and clarifies their teaching and learning beliefs. Appropriate examples and/or reflections on experiences are given to demonstrate alignment between beliefs and practice. The Statement is grounded in some knowledge of the teaching & learning literature. Relevant concepts, models and frameworks from the teaching & learning literature are used in ways that clearly add value.
Fail: The writer does not define or discuss their teaching and learning beliefs, and does not ground the discussion within knowledge of the literature. Examples or reflections on experiences given are either not present, or inappropriate to the beliefs and practice or goals defined in the Statement. There is no evidence of grounding in the teaching & learning literature, or the literature is used in ways that does not add significant value.
30
REFLECTIVE CASE STUDIES
Each case study is marked out of 20 (total of 60 for the three case studies):
MARKING CRITERIA
MARKS
Does the reflective case study form a purposeful reflection on
the writers’ professional practice, a critical evaluation of the process involved, and a consideration of the outcomes achieved?
Does the reflective case study show evidence of knowledge, activities and professional values that aim to enhance academic practice/teaching & learning in the candidate’s context? Does it refer to learning achieved in the module attended and applied in the discipline or beyond?
Is the case study grounded in knowledge of the teaching &
learning literature? Is this literature used in ways that conclusively adds value?
/20
Pass: The reflective case study is a purposeful reflection and a critical evaluation of practice and is informed by the teaching & learning literature. Relevant concepts, models and frameworks from the teaching & learning literature are used in ways that clearly add value. It is aligned to learning achieved in the module attended and illustrates dimensions of practice applied in the discipline or beyond in terms of knowledge needed, activities undertaken and professional values exemplified.
Fail: The reflective case study is not considered a purposeful reflection or critical evaluation of practice. It is not sufficiently grounded in the teaching & learning literature, or the literature used does not add significant value. The case study does not show ample evidence of knowledge needed, activities undertaken and professional values to inform the writer’s practice.
31
THE PROFESSIONAL TEACHING PORTFOLIO: GUIDELINES
GUIDELINES FOR WRITING A TEACHING PHILOSOPHY STATEMENT
WHAT IS A TEACHING PHILOSOPHY STATEMENT?
A teaching philosophy is a statement of reflection and a philosophical framework of your
personal approach to teaching and student learning. It explains the rationale behind what
guides your practice, what factors impact on you as an educator and what values underlie
your practice. It can be written for a variety of purposes:
• Summative (for promotion, job interviews, teaching awards, professional
development credit)
Or
• Formative (pedagogical, personal, reflective).
A Teaching Philosophy Statement should:
• Evidence your sincerely-held beliefs
• Show your pedagogical thinking at a particular time
• Examine your teaching values and corresponding practices
• Monitor your development as a teacher
Your statement is not curriculum vitae; neither is it a vision statement. It is a sincere
expression of your values and practices within the contextual reality in which you teach.
Your teaching goals should be achievable and relevant. Give examples to illustrate your
beliefs and if it forms part of a portfolio ensure it aligns to this.
HOW LONG SHOULD IT BE?
This depends on the purpose of your statement but ideally no longer than two pages (750-
1000 words)
32
WHAT IS THE PURPOSE OF MY STATEMENT AND WHO IS THE READER?
WHAT CONTENT CAN I INCLUDE IN MY TEACHING PHILOSOPHY STATEMENT?
A Teaching Philosophy is a personal statement and should avoid cliché. It should focus on
what you believe about teaching, and how you apply those beliefs. There are many areas
that can be discussed in a teaching philosophy statement. Because of length restrictions, it
is not advisable to squeeze too much information into your statement. However, reflecting
on some questions below may help to articulate your approaches:
SOME GUIDING QUESTIONS
What do I believe about teaching?
What do I believe about learning? Why? How is that played out in my classroom?
What are my goals as a teacher?
What do I expect to be the outcomes of my teaching?
What is the student-teacher relationship I strive to achieve?
How do I know when I have taught successfully?
What habits, attitudes, or methods mark my most successful teaching
achievements?
What values do I impart to my students?
Has my approach to teaching changed?
What role do my students play in the classroom (listeners? Co-discoverers? Peer
teachers?)
What have I learned about myself as a teacher?
What excites me about my discipline?
How has my research influenced my teaching?
What does teaching mean to me (leading, guiding, telling, showing, mentoring?)
What teaching practices do I use and prefer (lecture, lead discussions, guide problem
solving, provide demonstrations?)
What are my plans for developing or improving my teaching? (learn new skills, try
our new approaches?)
How has the T&L literature, concepts, frameworks and models influenced my
teaching?
What demonstrates my desire to grow as a teacher?
33
What do I still struggle with in terms of teaching and student learning?
What motivates me to learn about this subject?
What are the opportunities and constraints under which I learn and others learn?
HOW DO I STRUCTURE MY STATEMENT?
Look at examples of statements to get some ideas. Typically, statements are focused on
themes or form a simple narrative. See below for two examples of structure:
A. CHISM’S FIVE COMPONENTS
Chism (1998), “Developing a Philosophy of Teaching Statement”.
1. CONCEPTUALIZATION OF LEARNING
Ask yourself such questions as “What do we mean by learning?” and “What happens
in a learning situation?” Think of your answers to these questions based on your
personal experience. Chism points out that some teachers have tried to express and
explain their understanding of learning through the use of metaphor, because
drawing comparisons with known entities can stimulate thinking, whether or not the
metaphor is actually used in the statement. Or you can take a more direct approach
to conceptualizing learning by describing what you think occurs during a learning
episode, based on observation and experience.
2. CONCEPTUALIZATION OF TEACHING
Ask yourself questions such as “What do we mean by teaching?” and “How do I
facilitate this process as a teacher?” Again, the metaphor format can be used or a
description of the role of the teacher in motivating and facilitating learning. You may
also address such issues as how to challenge students intellectually and support
them academically, how to respond to different learning styles, help students who
are frustrated, and accommodate different abilities.
3. GOALS FOR STUDENTS
This section should describe what skills the teacher expects her/his students to
obtain as the result of learning. It can address what goals you set for your classes and
what the rationale behind them is; what kind of activities you try to implement in
34
class in order to reach these goals; and how these goals have changed over time as
you learn more about teaching and learning.
4. IMPLEMENTATION OF THE PHILOSOPHY
Your teaching philosophy statement should illustrate how your concepts about
teaching and learning, and goals for your students are transformed into classroom
activities. Ask yourself, “How do I operationalize my teaching philosophy in the
classroom?” To answer these questions, you may reflect on how you present
yourself and course materials, what activities, assignments, and projects you
implement in the teaching-learning process and how you interact with students both
in and outside the classroom.
5. PROFESSIONAL GROWTH PLAN
It is important for teachers to continue professional growth, and to do so, teachers
need to set clear goals and means to accomplish these goals. Think about questions
such as “What goals have I set for myself as a teacher?” and “How do I accomplish
these goals?” For instance, you can illustrate how you have professionally grown
over the years, what challenges exist at the present, what long-term development
goals you have projected, and what you will do to reach these goals. Chism suggests
that writing this section can help you think about how your perspectives and actions
have changed over time.
In summary, these are the main questions Chism suggests to consider in a
statement:
How do people learn?
How do I facilitate that learning?
What goals do I have for my students?
Why do I teach the way that I do?
What do I do to implement these ideas about teaching and learning in the
classroom?
Are these things working/Do my students meet the goals I set for them?
35
What are my future goals for growth as a teacher?
http://ucat.osu.edu/read/teaching-portfolio/philosophy/guidance
(extracted from Ohio State University)
B. GOODYEAR AND ALLCHIN (1998)
1. INTEGRATION OF RESPONSIBILITIES
Teaching, research, and public service are the main missions of university faculty.
Each teacher therefore should explicitly describe what they do in carrying out these
three missions in their teaching philosophy statement.
2. EXPERTISE
It is important for faculty to link their special knowledge or expertise in the field to
ways of helping their students learn that knowledge and communicate with students
effectively during this teaching-learning process.
3. RELATIONSHIPS
A healthy relationship between the teacher and students is “essential to successful
teaching.” Ways in which a teacher establishes such a relationship, such as getting to
know students, specific ways of building rapport with students, and special teaching
techniques used, can be described in a teaching philosophy statement.
4. LEARNING ENVIRONMENT
These teachers can illustrate what they have done to create a supportive learning
environment in their classes socially, psychologically, and physically.
5. METHODS, STRATEGIES, AND INNOVATION
Teaching philosophy statements can be used to reflect on one’s teaching practice,
both past and present, as well as to illustrate how special teaching methods are
alighted to their teaching philosophy.
36
6. OUTCOMES
Teachers can demonstrate here how their teaching has produced anticipated
outcomes. For example, how students have learned the subject matter and able to
use the knowledge learned in class to solve real-world problems.
http://ucat.osu.edu/read/teaching-portfolio/philosophy/guidance (extracted from Ohio State University)
WHEN EDITING YOUR DOCUMENT
Circle those words that reveal your teaching values and gauge:
Are these the concepts really important to you?
Have you measured their effectiveness?
Should you work for greater clarity, by giving examples?
QUESTIONS TO CONSIDER
Have you articulated and clarified your teaching and learning beliefs and values?
Have you given appropriate examples and reflections on experiences that
demonstrate alignment between your beliefs and your practice?
Is the statement demonstrably grounded in a knowledge of the teaching & learning
literature?
Are relevant concepts, models and/or frameworks from the teaching & learning
literature considered in ways that conclusively add value?
A final exercise is to think about what a reader will remember the most about this teaching
philosophy statement. Is this what you want them to remember?
AND WHEN IT’S FINISHED?
Finally, remember teaching philosophy statement is a dynamic document, and one that will
change and grow as your academic development does.
FURTHER READING
Chism, 1998), “Developing a Philosophy of Teaching Statement,” Essays on Teaching Excellence 9 (3), 1-2. Professional and Organizational Development Network in Higher Education.
37
Goodyear, G. E. & Allchin, D. (1998) Statement of teaching philosophy. To Improve the Academy 17, 103-22. Stillwater, OK: New Forums Press.
Schonwetter, D.J. Sokal, L., Friesen, M. and Taylor, K.L. (2002). Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements. The International Journal for Academic Development, 7(1), 83-97.
38
REFLECTIVE CASE STUDY: GUIDELINES
DOES THE CASE STUDY FORM A PURPOSEFUL REFLECTION ON THE WRITERS’
PROFESSIONAL PRACTICE AND A CRITICAL EVALUATION OF THE PROCESS INVOLVED?
Reflective case studies should describe and analyse examples from your practice, informed by the 3 modules attended, and show evidence of:
Evaluation of teaching and learning
Critical reflection
Each reflective case study is a critical reflection on your teaching & learning development and practice within your discipline or beyond. Each case study will describe the context and rationale for the teaching & learning activity, critically analyse the effectiveness of the activity and evaluate any appropriate data or feedback. It should demonstrate that you have engaged in purposeful reflection on professional practice/ teaching & learning within your discipline.
IS THE CASE STUDY GROUNDED IN KNOWLEDGE OF THE LITERATURE?
The narrative should be written in the first person, and supported with appropriate references to the literature and consideration of research on teaching & learning in Higher Education. Relevant concepts, models and frameworks from the teaching & learning literature should be used in ways that clearly add value. It should demonstrate engagement with generic or subject-based teaching & learning literature on pedagogic research.
DOES THE REFLECTIVE CASE STUDY SHOW EVIDENCE OF KNOWLEDGE, ACTIVITIES
AND PROFESSIONAL VALUES THAT AIM TO ENHANCE ACADEMIC
PRACTICE/TEACHING AND LEARNING IN THE CANDIDATE’S CONTEXT? DOES IT REFER
TO LEARNING ACHIEVED IN THE MODULE ATTENDED AND APPLIED IN THE
DISCIPLINE OR BEYOND?
Each reflective case study should explore your learning from the modules you have attended, and the application of that learning in your discipline or beyond. It should highlight the knowledge, activities and values that inform and influence your practice. Each case study should illustrate the dimensions of your practice in terms of:
I. Knowledge needed
II. Activities undertaken
III. Professional values exemplified
It should include a critical discussion of the activity undertaken to support student learning; the core knowledge needed to carry out this activity, and the professional values embraced to achieve this. Possible examples of each of these dimensions of practice are outlined on the next page.
39
SOME PROMPTS THAT MAY BE USED WHEN CONSIDERING YOUR REFLECTIVE CASE
STUDY;
What is the context of the activity?
What are the features or challenges of the context?
What is the need for the activity?
What is your engagement with the activity?
How does knowledge inform the activity?
How did you evaluate the activity?
What is the effectiveness of the activity? How do you know?
What did you learn from the results?
What are the future implications for practice? How can you increase effectiveness?
How can you enhance it over time?
What evidence do you have to underpin this? How does the research inform your
teaching and support of learning?
How did you seek to establish a climate where teaching & learning is valued?
40
Knowledge needed Activities undertaken Professional values exemplified
What learning is needed to carry out the teaching &
learning activity? Knowledge may include but need
not be restricted to the following:
Principles of teaching & learning in HE How students learn and how to engage
learning Appropriate teaching & learning methods
across a variety of teaching contexts Higher education policies and theories Curriculum design and development Using assessment to aid learning Providing constructive formative and
summative feedback to aid learning Use of technologies to enhance teaching,
learning and assessment Methods of evaluating teaching Use of reflection to develop T&L The integration of research and teaching Supervising students Leadership in teaching and higher education The research degree examination process
What processes have you implemented in teaching &
learning? Evidence of engagement in teaching &
learning activities may include, but not be limited to
the following:
Designing and planning learning activities Designing and planning curricula Designing and planning assessments Teaching and supporting learning Assessing and giving feedback Supervising learning in the research degree Conducting or preparing for the research viva Using technologies to enhance learning Using or contributing to HE policy Using HE theories to inform teaching Developing effective learning environments Relating leadership theories and models to
practice Evaluating sessions or activities Incorporating discipline or pedagogic research
into teaching & learning
When designing, performing or evaluating
teaching & learning activates, how do you
establish a climate where learning is fostered and
valued? Professional values also encompass the
capacity of teachers to reflect critically on their
own practice and to be committed to their own
development as teachers, including engaging in
personal and collegial professional learning.
Reflective case studies should provide evidence
of professional values embraced when designing,
performing or evaluating teaching and learning
activities, such as those listed below:
Respecting learning styles Equality, diversity or inclusion Lifelong learning Professional development as a
teacher Reflection and evaluation of practice
(as a teacher) Collaboration with others in the
development of learning
41
RUBRICS APPENDIX
PERSPECTIVES ON TEACHING AND LEARNING IN HIGHER EDUCATION RUBRIC
Perspectives on Teaching & Learning in Higher Education. Critical reflection 2,500 words (100%)
Weight
%
Criterion / Criteria
Outstanding
>20 to 25%
Excellent
>15 to 20%
Borderline/ Satisfactory
>10 to 15%
Poorly addressed
>5 to 10%
Very Poorly addressed
>0 to 5%
Not addressed
0%
%
25%
The assignment
discusses concepts,
theories and
philosophies of
teaching and learning.
The assignment
fulfils all
requirements for
‘Excellent’ and, in
addition, is
sophisticated in
its overall
arguments and
presentation.
The assignment discusses
concepts, theories and
philosophies of teaching
and learning in a
comprehensive, clear,
concise and cogent
manner.
The assignment discusses
concepts, theories and
philosophies of teaching
and learning in a logical
manner.
The assignment discusses
concepts, theories and
philosophies of teaching and
learning, but in a limited
manner.
The assignment contains little
evidence of discussion of
concepts, theories and
philosophies of teaching and
learning.
The assignment does
not discuss concepts,
theories and
philosophies of
teaching and learning.
25% The assignment
demonstrates how
appropriate teaching
and assessment
strategies have been
developed and applied
to promote learning.
The assignment
fulfils all
requirements for
‘Excellent’ and, in
addition, is
sophisticated in
its overall
arguments and
presentation.
The assignment
demonstrates in a
comprehensive, clear,
concise, and cogent
manner how teaching and
assessment strategies
have been developed and
applied to promote
learning.
The assignment
demonstrates in a logical
manner how teaching and
assessment strategies
have been developed and
applied to promote
learning.
The assignment
demonstrates in a limited
manner how teaching and
assessment strategies have
been developed and applied
to promote learning.
The assignment contains little
evidence of how teaching and
assessment strategies have
been developed and applied to
promote learning.
The assignment does
not demonstrate how
teaching and
assessment strategies
have been developed
and applied to
promote learning.
42
25% The assignment
contains evidence of
critical awareness of
the literature of
teaching and
learning.
The assignment fulfils
all requirements for
‘Excellent’ and, in
addition,
demonstrates a
sophisticated
integration of teaching
and learning.
The assignment contains
comprehensive, clear and
cogent evidence of critical
awareness of the
literature of teaching and
learning in ways that
clearly add value.
The assignment contains
evidence of critical
awareness of the literature
of teaching and learning in
a logical manner in ways
that add value.
The assignment contains
evidence of critical
awareness of the literature
of teaching and learning, but
in a limited manner.
The assignment contains little
evidence of critical awareness
of the literature of teaching
and learning.
The assignment is not
grounded in the
teaching and learning
literature.
25% The assignment
articulates/illustrates
how [their]
professional values
about academic
practice have been
influenced by
engagement with
this module.
The assignment fulfils
all requirements for
‘Excellent’ and, in
addition, is
outstanding in its
overall arguments and
presentation
Articulates/illustrates how
professional values about
academic practice have
been influenced by
engagement with this
module in a
comprehensive, clear,
concise and cogent
manner.
Articulates/illustrates how
professional values about
academic practice have
been influenced by
engagement with this
module in a logical
manner.
Articulates/illustrates how
professional values about
academic practice have been
influenced by engagement
with this module, but in a
limited manner.
There is little
articulation/illustration of how
professional values about
academic practice have been
influenced by engagement
with this module.
There is no
articulation/
illustration of how
professional values
about academic
practice have been
influenced by
engagement with this
module.
Feedback: Result: Pass/Resubmit
(50% Pass)
Signed:
Date:
Total %
43
CURRICULUM DESIGN IN HIGHER EDUCATION RUBRIC
Curriculum Design in Higher Education. Critical reflection 2,500 words (100%)
Weight
%
Criterion / Criteria
Outstanding
>20 to 25%
Excellent
>15 to 20%
Borderline/ Satisfactory
>10 to 15%
Poorly addressed
>5 to 10%
Very Poorly addressed
>0 to 5%
Not addressed
0%
%
25% The assignment
identifies the
principles, purposes
and challenges of
curriculum design.
Fulfils all
requirements for
‘Excellent’ and, in
addition, is
sophisticated in
its overall
arguments and
presentation.
Identifies the principles,
purposes and challenges
of curriculum design in a
comprehensive, clear,
concise, and cogent
manner.
Identifies the principles,
purposes and challenges
of curriculum design in a
logical manner.
Identifies the principles,
purposes and challenges of
curriculum design in a
limited manner.
Provides little identification of
the principles, purposes and
challenges of curriculum design
Does not identify the
principles, purposes
and challenges of
curriculum design.
25% The assignment
develops and applies
effective curriculum
design strategies.
Fulfils all
requirements for
‘Excellent’ and, in
addition, contains
sophisticated
evidence of
development and
application of
curriculum design
strategies.
Evidences the
development and
application of effective
curriculum design
strategies in a
comprehensive, clear,
concise, and cogent
manner.
Evidences the
development and
application of effective
curriculum design
strategies in a logical
manner.
Evidences development and
application of effective
curriculum design strategies,
but in a limited manner.
Provides little evidence of
development and application
of effective curriculum design
strategies.
Provides no evidence
of development and
application d of
curriculum design
strategies.
44
25% The assignment
demonstrates critical
awareness of the
literature of
curriculum design.
The assignment fulfils
all requirements for
‘Excellent’ and, in
addition,
demonstrates a
sophisticated
integration of the
literature of curriculum
design.
The assignment
demonstrates critical
awareness of the
literature of curriculum
design in a
comprehensive, clear,
concise, and cogent
manner in ways that
clearly add value.
The assignment
demonstrates critical
awareness of the literature
of curriculum design in a
logical manner in ways
that add value.
The assignment
demonstrates critical
awareness of the literature
of curriculum design, but in a
limited manner.
The assignment demonstrates
little evidence of critical
awareness of the literature of
curriculum design.
The assignment
demonstrates no
evidence of critical
awareness of the
literature of
curriculum design.
25% The assignment
articulates/illustrates
how [their]
professional values
about academic
practice have been
influenced by
engagement with
this module.
The assignment fulfils
all requirements for
‘Excellent’ and, in
addition, is
outstanding in its
overall arguments and
presentation
Articulates/illustrates how
professional values about
academic practice have
been influenced by
engagement with this
module in a
comprehensive, clear,
concise and cogent
manner.
Articulates/illustrates how
professional values about
academic practice have
been influenced by
engagement with this
module in a logical
manner.
Articulates/illustrates how
professional values about
academic practice have been
influenced by engagement
with this module, but in a
limited manner.
There is little
articulation/illustration of how
professional values about
academic practice have been
influenced by engagement
with this module.
There is no
articulation/
illustration of how
professional values
about academic
practice have been
influenced by
engagement with this
module.
Feedback: Result: Pass/Resubmit
(50% Pass)
Signed:
Date:
Total %
45
TECHNOLOGY-ENHANCED LEARNING IN HIGHER EDUCATION
Technology-Enhanced Learning in Higher Education
Weight
%
Criterion / Criteria
Outstanding
>20 to 25%
Excellent
>15 to 20%
Borderline/ Satisfactory
>10 to 15%
Poorly addressed
>5 to 10%
Very Poorly addressed
>0 to 5%
Not addressed
0%
%
25% The assessment
evaluates the
relationship between
technology and
pedagogy in Higher
Education with
reference to the
created activities and
literature on
technology-enhanced
learning (TEL).
Fulfils all
requirements for
‘Excellent’ and, in
addition, is
sophisticated in its
overall arguments and
presentation.
Evaluates the
relationship between
technology and
pedagogy in Higher
Education in a
comprehensive, clear,
concise, and cogent
manner with reference
to the created
activities and
literature on TEL.
Evaluates the relationship
between technology and
pedagogy in Higher
Education in a logical
manner with reference to
the created activities and
literature on TEL.
Evaluates the relationship
between technology and
pedagogy in Higher
Education in a limited
manner; few references to
the created activities and
literature on TEL.
Provides little evaluation of the
relationship between
technology and pedagogy in
Higher Education; little
reference to the created
activities and literature on TEL.
Does not evaluate the
relationship between
technology and
pedagogy in Higher
Education; does not
reference the created
activities and
literature on TEL.
25% The assessment
applies instructional
design principles for
blended learning.
Fulfils all
requirements for
‘Excellent’ and, in
addition, contains
sophisticated
evidence of the
application of
instructional design
principles for blended
learning.
Evidences the
application of
instructional design
principles for blended
learning in a
comprehensive, clear,
connected, and cogent
manner.
Evidences the application
of instructional design
principles for blended
learning in a logical
manner.
Evidences the application of
instructional design
principles for blended
learning, but in a limited
manner.
Provides little evidence of the
application of instructional
design principles for blended
learning.
Provides no evidence
of the application of
instructional design
principles for blended
learning.
46
25% The assessment
provides evidence
of the creation of
appropriate
technology-
enhanced learning
activities within
Blackboard to
support student
learning.
Fulfils all requirements
for ‘Excellent’ and, in
addition, evidences a
sophisticated creation
of appropriate TEL
activities within
Blackboard to support
student learning.
The assessment
demonstrates the
effective creation of
appropriate TEL activities
within Blackboard to
support student learning
in a comprehensive
manner with few technical
issues.
The assessment
demonstrates the
effective creation of
appropriate TEL activities
within Blackboard to
support student learning
in a logical manner in ways
that add value; some
technical issues.
The assessment
demonstrates the creation
of appropriate TEL activities
within Blackboard to support
student learning. but in a
limited manner; technical
issues would prevent the
activity from being
implemented without slight
adjustments.
The assessment demonstrates
little evidence of the creation
of appropriate TEL activities
within Blackboard to support
student learning; major
technical issues would prevent
the activity from being
implemented.
The assessment
demonstrates no
evidence of the
effective creation of
appropriate TEL
activities within
Blackboard to support
student learning.
25% Articulate/illustrate
how their
professional values
about academic
practice have been
influenced by
engagement with
this module.
The assignment fulfils
all requirements for
‘Excellent’ and, in
addition, is
outstanding in its
overall arguments and
presentation.
Articulates/illustrates how
professional values about
academic practice have
been influenced by
engagement with this
module in a
comprehensive, clear,
concise and cogent
manner.
Articulates/illustrates how
professional values about
academic practice have
been influenced by
engagement with this
module in a logical
manner.
Articulates/illustrates how
professional values about
academic practice have been
influenced by engagement
with this module, but in a
limited manner.
There is little
articulation/illustration of how
professional values about
academic practice have been
influenced by engagement
with this module.
There is no
articulation/
illustration of how
professional values
about academic
practice have been
influenced by
engagement with this
module.
Feedback: Result: Pass/Resubmit
(50% Pass)
Signed:
Date:
Total %
47
RESEARCH SUPERVISION IN HIGHER EDUCATION
Research Supervision in Higher Education
Weight
%
Criterion / Criteria
Outstanding
>20 to 25%
Excellent
>15 to 20%
Borderline/ Satisfactory
>10 to 15%
Poorly addressed
>5 to 10%
Very Poorly addressed
>0 to 5%
Not addressed
0%
%
25% The assignment
recognises and
interprets key themes
and arguments in
relation to, and
consequences of,
research supervision in
higher education.
The assignment fulfils
all requirements for
‘Excellent’ and, in
addition, is
sophisticated in its
overall arguments and
presentation.
The assignment
identifies, recognises
and interprets key
themes and
arguments in relation
to, and consequences
of, research
supervision in higher
education in a
comprehensive, clear,
concise and cogent
manner.
The assignment identifies,
recognises and interprets
key themes and arguments
in relation to, and
consequences of, research
supervision in higher in a
logical manner.
The assignment identifies,
recognises and interprets
key themes and arguments
in relation to, and
consequences of, research
supervision in higher
education, but in a limited
manner.
The assignment contains little
evidence of the key themes
and arguments in relation to,
and consequences of, research
supervision in higher
education.
The assignment does
not identify, recognise
and interpret key
themes in relation to,
and consequences of,
research supervision
in higher education.
25% The assignment
provides reflection on
and evaluation of the
pedagogies that guide
supervision practice.
The assignment fulfils
all requirements for
‘Excellent’ and, in
addition, is
sophisticated in its
overall arguments and
presentation.
The assignment
demonstrates in a
comprehensive, clear,
concise, and cogent
manner reflection on
and evaluation of the
pedagogies that guide
supervision practice.
The assignment
demonstrates in a logical
manner reflection on and
evaluation of the
pedagogies that guide
supervision practice.
The assignment
demonstrates in a limited
manner reflection on and
evaluation of the pedagogies
that guide supervision
practice
The assignment contains little
evidence of reflection on and
evaluation of the pedagogies
that guide supervision practice.
The assignment does
not demonstrate
reflection on and
evaluation of the
pedagogies that guide
supervision practice.
48
25% The assignment
contains evidence
of critical
awareness of the
literature of
teaching and
learning.
The assignment fulfils
all requirements for
‘Excellent’ and, in
addition, demonstrates
a sophisticated
integration of teaching
and learning.
The assignment contains
comprehensive, clear and
cogent evidence of critical
awareness of the
literature of teaching and
learning in ways that
clearly add value.
The assignment contains
evidence of critical
awareness of the
literature of teaching and
learning in a logical
manner in ways that add
value.
The assignment contains
evidence of critical
awareness of the literature
of teaching and learning, but
in a limited manner.
The assignment contains little
evidence of critical awareness
of the literature of teaching
and learning.
The assignment is not
grounded in the
teaching and learning
literature.
25% Articulate/illustrate
how [their]
professional values
about academic
practice have been
influenced by
engagement with
this module.
The assignment fulfils
all requirements for
‘Excellent’ and, in
addition, is
outstanding in its
overall arguments and
presentation
Articulates/illustrates how
professional values about
academic practice have
been influenced by
engagement with this
module in a
comprehensive, clear,
concise and cogent
manner.
Articulates/illustrates how
professional values about
academic practice have
been influenced by
engagement with this
module in a logical
manner.
Articulates/illustrates how
professional values about
academic practice have been
influenced by engagement
with this module, but in a
limited manner.
There is little
articulation/illustration of how
professional values about
academic practice have been
influenced by engagement
with this module.
There is no
articulation/
illustration of how
professional values
about academic
practice have been
influenced by
engagement with this
module.
Feedback: Result: Pass/Resubmit
(50% Pass)
Signed:
Date:
Total %
49
ASSESSMENT AND FEEDBACK IN HIGHER EDUCATION RUBRIC
Assessment and Feedback in Higher Education. Critical reflection 2,500 words (100%)
Weight
%
Criterion / Criteria
Outstanding
>20 to 25%
Excellent
>15 to 20%
Borderline/ Satisfactory
>10 to 15%
Poorly addressed
>5 to 10%
Very Poorly addressed
>0 to 5%
Not addressed
0%
%
25% The assignment
identifies the
principles, purposes
and challenges of
assessment.
Fulfils all
requirements for
‘Excellent’ and, in
addition, is
sophisticated in
its overall
arguments and
presentation.
Identifies the principles,
purposes and challenges
of assessment in a
comprehensive, clear,
concise, and cogent
manner.
Identifies the principles,
purposes and challenges
of assessment in a logical
manner.
Identifies the principles,
purposes and challenges of
assessment in a limited
manner.
Provides little identification of
the principles, purposes and
challenges of assessment.
Does not identify the
principles, purposes
and challenges of
assessment.
25% The assignment
develops and applies
effective assessment
and/or feedback
strategies.
Fulfils all
requirements for
‘Excellent’ and, in
addition, contains
sophisticated
evidence of
development and
application of
assessment
and/or feedback
strategies.
Evidences the
development and
application of effective
assessment and/or
feedback strategies in a
comprehensive, clear,
concise, and cogent
manner.
Evidences the
development and
application of effective
assessment and/or
feedback strategies in a
logical manner.
Evidences development and
application of effective
assessment and/or feedback
strategies, but in a limited
manner.
Provides little evidence of
development and application
of effective assessment and/or
feedback strategies.
Provides no evidence
of development and
application d of
assessment and/or
feedback strategies.
50
25% The assignment
demonstrates critical
awareness of the
literature of
assessment and
feedback.
The assignment fulfils all
requirements for
‘Excellent’ and, in
addition, demonstrates a
sophisticated integration
of the literature of
assessment and feedback.
The assignment demonstrates
critical awareness of the
literature of assessment and
feedback in a comprehensive,
clear, concise, and cogent
manner in ways that clearly
add value.
The assignment demonstrates
critical awareness of the
literature of assessment and
feedback in a logical manner in
ways that add value.
The assignment demonstrates
critical awareness of the
literature of assessment and
feedback, but in a limited
manner.
The assignment demonstrates little
evidence of critical awareness of
the literature of assessment and
feedback
The assignment
demonstrates no
evidence of critical
awareness of the
literature of assessment
and feedback.
25% The assignment
articulates/illustrates
how [their]
professional values
about academic
practice have been
influenced by
engagement with this
module.
The assignment fulfils all
requirements for
‘Excellent’ and, in
addition, is outstanding in
its overall arguments and
presentation
Articulates/illustrates how
professional values about
academic practice have been
influenced by engagement
with this module in a
comprehensive, clear, concise
and cogent manner.
Articulates/illustrates how
professional values about
academic practice have been
influenced by engagement
with this module in a logical
manner.
Articulates/illustrates how
professional values about
academic practice have been
influenced by engagement with
this module, but in a limited
manner.
There is little
articulation/illustration of how
professional values about academic
practice have been influenced by
engagement with this module.
There is no articulation/
illustration of how
professional values about
academic practice have
been influenced by
engagement with this
module.
Feedback: Result: Pass/Resubmit
(50% Pass)
Signed:
Date:
Total %
51
REFLECTING ON AND EVALUATION OF TEACHING IN HIGHER EDUCATION RUBRIC
Reflecting on and evaluation of teaching in Higher Education. Critical reflection 2,500 words (100%)
Weight
%
Criterion / Criteria
Outstanding
>20 to 25%
Excellent
>15 to 20%
Borderline/ Satisfactory
>10 to 15%
Poorly addressed
>5 to 10%
Very Poorly addressed
>0 to 5%
Not addressed
0%
%
25%
Critically discuss how
evaluation and
reflection contribute
to the development of
teaching & learning
practice.
Reflection fulfils
all requirements
for ‘Excellent’
and, in addition, is
outstanding in its
overall arguments
and presentation.
A purposeful reflection
and critical evaluation of
how reflection contributes
to the development of
teaching and learning
practice, which integrates
findings from the teaching
and learning literature in a
comprehensive, clear,
concise, and cogent
manner.
A purposeful reflection
and critical evaluation of
how reflection contributes
to the development of
teaching and learning
practice, which integrates
findings from the teaching
and learning literature
presented in a logical
manner.
A limited reflection and
critical evaluation of how
reflection contributes to the
development of teaching
and learning practice, which
integrates findings from the
teaching and learning
literature.
There is little purposeful
reflection and/or a critical
evaluation of how reflection
contributes to the
development of teaching and
learning practice.
There is no evidence
of purposeful
reflection or critical
evaluation of how
reflection contributes
to the development of
teaching and learning
practice.
25%
25%
Inform [their]
teaching/ supporting
of learning through
critical review of the
appropriate literature
of teaching and
learning.
Reflection fulfils
all requirements
for ‘Excellent’
and, in addition, is
outstanding in its
overall arguments
and presentation.
Integrates a range of
relevant concepts, models
and frameworks from the
teaching and learning
literature to add value in a
comprehensive, clear,
concise, and cogent
manner in ways that
clearly add value.
A range of relevant
concepts, models and
frameworks from the
teaching and learning
literature are included in a
logical manner in ways
that add value.
Relevant concepts, models
and frameworks from the
teaching and learning
literature are used in ways
that add value, although in a
limited manner.
The reflection is not sufficiently
grounded in the teaching and
learning literature, and/or the
literature used does not add
significant value.
There is no evidence
of grounding the
reflection in the
teaching and learning
literature. 25%
52
25%
Present a reflection
of [their] teaching/
supporting learning
role or teaching
philosophy and
apply methods of
formative
evaluation to peer
presentations and
feedback.
Reflection fulfils all
requirements for
‘Excellent’ and, in
addition, is
outstanding in its
overall arguments and
presentation
The reflection integrates
learning achieved in the
module (including the peer
presentation and feedback
process) and illustrates
dimensions of practice
applied in the discipline or
beyond, in terms of
knowledge needed and
activities undertaken, in a
comprehensive, clear,
concise, and cogent
manner
The reflection shows
learning achieved in the
module (including the peer
presentation and feedback
process), and dimensions
of practice applied in the
discipline or beyond, in
terms of knowledge
needed and activities
undertaken in a logical
manner.
The reflection shows
learning achieved in the
module (including the peer
presentation and feedback
process) and dimensions of
practice applied in the
discipline or beyond, in
terms of knowledge needed
and activities undertaken, in
a limited manner.
The reflection shows little
evidence of knowledge needed
or activities undertaken
and/or
there is not sufficient evidence
of
learning derived from the peer
presentation and feedback
activities during the module.
The reflection does
not show evidence of
knowledge needed or
activities undertaken
and
there is no evidence of
learning derived from
the peer presentation
and feedback
activities during the
module.
25%
Articulate/illustrate
how [their]
professional values
about academic
practice have been
influenced by
engagement with
this module.
Reflection fulfils all
requirements for
‘Excellent’ and, in
addition, is
outstanding in its
overall arguments and
presentation
Defines and discusses how
professional values about
academic practice have
been influenced by
engagement with this
module in a
comprehensive, clear,
concise, and cogent
manner.
Defines and discusses how
professional values about
academic practice have
been influenced by
engagement with this
module in a logical
manner.
Defines and discusses how
professional values about
academic practice have been
influenced by engagement
with this module, although in
a limited manner.
There is little demonstration of
how professional values about
academic practice have been
influenced by engagement
with this module.
There is no
articulation/
illustration of how
professional values
about academic
practice have been
influenced by
engagement with this
module.
Feedback: Result: Pass/Resubmit
(50% Pass)
Signed:
Date:
Total %
53
DEVELOPING CREATIVE TEACHING AND LEARNING APPROACHES IN YOUR DISCIPLINE RUBRIC
Developing Creative Teaching and Learning Approaches in Your Discipline. Critical reflection 2,500 words (100%)
Weight
%
Criterion / Criteria
Outstanding
>20 to 25%
Excellent
>15 to 20%
Borderline/ Satisfactory
>10 to 15%
Poorly addressed
>5 to 10%
Very Poorly addressed
>0 to 5%
Not addressed
0%
%
25% The assignment
discusses concepts,
theories and
philosophies of
creativity
The assignment
fulfils all
requirements for
‘Excellent’ and, in
addition, is
sophisticated in
its overall
arguments and
presentation.
The assignment discusses
concepts, theories and
philosophies of creativity
in a comprehensive, clear,
concise and cogent
manner.
The assignment discusses
concepts, theories and
philosophies of creativity
in a logical manner.
The assignment discusses
concepts, theories and
philosophies of creativity,
but in a limited manner.
The assignment provides little
evidence of discussion of
concepts, theories and
philosophies of creativity.
The assignment does
not discuss concepts,
theories and
philosophies of
creativity.
25% The assignment
demonstrates how
creative teaching and
assessment strategies
have been developed
and applied to
promote learning.
The assignment
fulfils all
requirements for
‘Excellent’ and, in
addition, is
sophisticated in
its overall
arguments and
presentation.
The assignment
demonstrates in a
comprehensive, clear,
concise, and cogent
manner how creative
teaching and assessment
strategies have been
developed and applied to
promote learning.
The assignment
demonstrates in a logical
manner how creative
teaching and assessment
strategies have been
developed and applied to
promote learning.
The assignment
demonstrates in a limited
manner how creative
teaching and assessment
strategies have been
developed and applied to
promote learning.
The assignment provides little
evidence of how creative
teaching and assessment
strategies have been
developed and applied to
promote learning.
The assignment does
not demonstrate how
creative teaching and
assessment strategies
have been developed
and applied to
promote learning.
54
25% The assignment
contains evidence of
critical awareness of
the literature of
creativity and
creativity in teaching
and learning.
The assignment fulfils
all requirements for
‘Excellent’ and, in
addition,
demonstrates a
sophisticated
integration of the
literature of creativity
and creativity in
teaching and learning.
The assignment contains
comprehensive, clear and
cogent evidence of critical
awareness of the
literature of creativity and
creativity in teaching and
learning in ways that
clearly add value.
The assignment contains
evidence of critical
awareness of the
literature of creativity and
creativity in teaching and
learning in a logical
manner in ways that add
value.
The assignment contains
evidence of critical
awareness of the literature
of creativity and creativity in
teaching and learning, but in
a limited manner.
The assignment contains little
evidence of critical awareness
of the literature of creativity
and creativity in teaching and
learning.
The assignment is not
grounded in the
literature of creativity
and creativity in
teaching and learning.
25% There is a ‘creative
component’ to the
assignment, which
articulates/illustrates
how professional
values about
academic practice,
have been
influenced by
engagement with
this module
The creative
component fulfils all
requirements for
‘Excellent’ and, in
addition is very
innovative,
sophisticated, and/or
unique.
There is a ‘creative
component’ to the
assignment, which
articulates/illustrates how
professional values about
academic practice, have
been influenced by
engagement with this
module and this is
presented in an original,
interesting and/or
surprising manner by
combining a variety of
reflections, ideas, sources
and contexts to
communicate new
insights.
There is a ‘creative
component’ to the
assignment, which
articulates/illustrates how
professional values about
academic practice, have
been influenced by
engagement with this
module in a logical
manner in ways that
clearly add value.
There is a ‘creative
component’ to the
assignment, which
articulates/illustrates how
professional values about
academic practice, have
been influenced by
engagement with this
module, but in a limited
manner.
There is a ‘creative
component’ to the assignment,
but it is imitative rather than
innovative and/or there is little
attempt at and/or little
effectiveness in
articulation/illustration of how
professional values about
academic practice, have been
influenced by engagement
with this module.
There is no ‘creative
component’ to the
assignment and/or no
articulation/illustration
of how professional
values about academic
practice, have been
influenced by
engagement with this
module.
Feedback: Result: Pass/Resubmit
(50% Pass)
Signed:
Date:
Total %
55
EMBEDDING REFLECTION IN THE CURRICULUM RUBRIC
Embedding reflection in the Curriculum ’Videoclip ’reflection’ for academic colleagues OR a written critical reflection (2,500 words or equivalent).
Weight
%
Criterion / Criteria
Outstanding
>20 to 25%
Excellent
>15 to 20%
Borderline/ Satisfactory
>10 to 15%
Poorly addressed
>5 to 10%
Very Poorly addressed
>0 to 5%
Not addressed
0%
%
25%
Critically discuss how
student reflection
contributes to student
learning and
development.
Reflection fulfils
all requirements
for ‘Excellent’
and, in addition, is
outstanding in its
overall arguments
and presentation.
The reflection is a
purposeful and critical
evaluation of how student
reflection contributes to
student learning and
development, which
integrates findings from
the teaching and learning
literature in a
comprehensive, clear,
concise and cogent
manner.
The reflection is a
purposeful and critical
evaluation of how student
reflection contributes to
student learning and
development, which
integrates findings from
the teaching and learning
literature and is presented
in a logical manner.
The reflection is a purposeful
and critical evaluation of
how student reflection
contributes to student
learning and development,
which integrates findings
from the teaching and
learning literature, although
in a limited manner.
The reflection demonstrates
little purposeful critical
evaluation of how student
reflection contributes to
student learning and
development.
OR
Videoclip <10 mins or >15Mins
OR
Written reflection >3,000
words or equivalent.
There is no evidence
of
purposeful reflection
or
critical evaluation of
how student
reflection contributes
to student learning
and development.
25%
Inform [their] teaching of
reflection/ development
of student reflection
through critical review of
the appropriate literature,
including consideration of
the role of Web 2.0
technologies (journals,
wikis and blogs) in
facilitating student
reflection.
Reflection fulfils
all requirements
for ‘Excellent’
and, in addition, is
outstanding in its
overall arguments
and presentation.
The reflection integrates a
range of relevant
concepts, models and
frameworks from the
teaching and learning
literature to add value in a
comprehensive, clear,
concise and cogent
manner in ways that
clearly add value.
The reflection integrates a
range of relevant
concepts, models and
frameworks from the
teaching and learning
literature in ways that
clearly add value and
which are presented in a
logical manner in ways
that add value.
The reflection uses relevant
concepts, models and
frameworks from the
teaching and learning
literature in ways that add
value, although in a limited
manner.
The reflection is not sufficiently
grounded in the teaching and
learning literature, and/or the
literature used does not add
significant value.
OR
Videoclip <10 mins or >15Mins
OR
Written reflection >3,000
words or equivalent
There is no evidence
of grounding the
reflection in the
teaching and learning
literature.
56
25%
Present a sample of
embedding
reflection/
reflective practice in
the curriculum and
apply methods of
evaluation to
samples of
embedding
reflection/reflective
practice.
Reflection fulfils all
requirements for
‘Excellent’ and, in
addition, is
outstanding in its
overall arguments and
presentation.
Integrates learning
achieved in the module
(including the peer
presentation and feedback
process) and illustrates
dimensions of practice
applied in the discipline or
beyond in terms of
knowledge needed and
activities undertaken in a
comprehensive, clear,
concise and cogent
manner.
Learning achieved in the
module (including the peer
presentation and feedback
process), and dimensions
of practice applied in the
discipline or beyond in
terms of knowledge
needed and activities
undertaken, are presented
clearly.
Learning achieved in the
module (including the peer
presentation and feedback
process) and dimensions of
practice applied in the
discipline or beyond in terms
of knowledge needed and
activities undertaken are
included – although in a
limited manner.
The reflection does not show
sufficient evidence of
knowledge needed and
activities undertaken to inform
the writer’s practice
and/or there is not sufficient
evidence of learning derived
from the peer presentation
and feedback activities during
the module.
The reflection does
not show evidence of
knowledge needed
and/or activities
undertaken to inform
the writer’s practice
and
there is no evidence of
learning derived from
the peer presentation
and feedback
activities during the
module
25%
Articulate/illustrate
how [their]
professional values
about academic
practice have been
influenced by
engagement with
this module.
Reflection fulfils all
requirements for
‘Excellent’ and, in
addition, is
outstanding in its
overall arguments and
presentation
Defines and discusses how
professional values about
academic practice have
been influenced by
engagement with this
module in a
comprehensive, clear,
concise, and cogent
manner.
Defines and discusses how
professional values about
academic practice have
been influenced by
engagement with this
module in a logical
manner.
Defines and discusses how
professional values about
academic practice have been
influenced by engagement
with this module, although in
a limited manner.
There is little demonstration of
how professional values about
academic practice have been
influenced by engagement
with this module.
There is no
articulation/
illustration of how
professional values
about academic
practice have been
influenced by
engagement with this
module.
Feedback: Result: Pass/Resubmit
(50% Pass)
Signed:
Date:
Total %
57
ENABLING STUDENT PARTNERS IN ASSESSMENT
Enabling Student Partners in Assessment. Critical reflection 2,500 words (100%)
Weight
%
Criterion /Criteria
Outstanding
>20 to 25%
Excellent
>15 to 20%
Borderline/ Satisfactory
>10 to 15%
Poorly addressed
>5 to 10%
Very Poorly addressed
>0 to 5%
Not addressed
0%
%
25%
Addressing:
LO1
The assignment
identifies the
principles, purposes
and challenges of
developing
assessment literacy in
students (and staff).
Fulfils all
requirements for
‘Excellent’ and, in
addition, is
exemplary in its
overall arguments
and presentation.
Identifies the principles,
purposes and challenges
of developing assessment
literacy in students (and
staff) in a comprehensive,
clear, concise, and cogent
manner.
Identifies the principles,
purposes and challenges
of developing assessment
literacy in students (and
staff) in a logical manner.
Identifies the principles,
purposes and challenges of
developing assessment
literacy in students (and
staff) in a limited manner.
Provides little identification
of the principles, purposes
and challenges of developing
assessment literacy in
students (and staff).
Does not identify the
principles, purposes
and challenges of
developing
assessment literacy in
students (and staff).
25%
Addressing:
LO2
The assignment
demonstrates critical
awareness of the
literature of
assessment literacy.
The assignment
fulfils all
requirements for
‘Excellent’ and, in
addition, is
exemplary in its
awareness and
manipulation of
the literature of
assessment
literacy.
The assignment
demonstrates critical
awareness of the
literature of assessment
literacy in a
comprehensive, clear,
concise, and cogent
manner in ways that
clearly add value.
The assignment
demonstrates critical
awareness of the
literature of assessment
literacy in a logical
manner in ways that add
value.
The assignment
demonstrates critical
awareness of the literature
of assessment literacy, but
in a limited manner.
The assignment
demonstrates little evidence
of critical awareness of
literature of assessment
literacy.
The assignment
demonstrates no
evidence of critical
awareness of the
literature of
assessment literacy.
58
25%
Addressing:
LO3
The assignment
demonstrates a
critical
understanding of
how assessment
literacy contributes
to the reflective
development of
teaching and
learning practices,
e.g. through
evaluating the
relationship
between assessment
literacy, learner
agency, and
enhanced student
learning.
Fulfils all
requirements for
‘Excellent’ and, in
addition, is exemplary
in its evidencing of
how supporting
assessment literacy
contributes to the
reflective
development of
teaching and learning
practices, e.g. through
evaluating the
relationship between
assessment literacy,
learner agency, and
enhanced student
learning.
Evidences in a
comprehensive, clear,
concise, and cogent
manner the development
and application of how
assessment literacy
contributes to the
reflective development of
teaching and learning
practice. e.g. through
evaluating
comprehensively the
relationship between
assessment literacy,
learner agency, and
enhanced student
learning.
Evidences the
development and
application of how
assessment literacy
contributes to the
reflective development
of teaching and learning
practices, e.g. through
evaluating to a
satisfactory level the
relationship between
assessment literacy,
learner agency, and
enhanced student
learning.
Evidences development
and application of how
assessment literacy
contributes to the reflective
development of teaching
and learning practices, but
in a limited manner, e.g.
through evaluating the
relationship between
assessment literacy, learner
agency, and enhanced
student learning.
Provides little evidence of
how assessment literacy
contributes to the reflective
development of teaching and
learning practices, e.g.
through not adequately
evaluating the relationship
between assessment literacy,
learner agency, and enhanced
student learning.
Provides no evidence
of how assessment
literacy contributes
to the development
of teaching and
learning practices,
e.g. not evaluating
the relationship
between assessment
literacy, learner
agency, and
enhanced student
learning.
25%
Addressing:
LO4
The assignment
articulates/illustrates
how [their]
professional values
about academic
practice have been
influenced by
engagement with
this module.
The assignment fulfils
all requirements for
‘Excellent’ and, in
addition, is exemplary
in its overall
arguments and
presentation.
Articulates/illustrates
how professional values
about academic practice
have been influenced by
engagement with this
module in a
comprehensive, clear,
concise and cogent
manner.
Articulates/illustrates
how professional values
about academic practice
have been influenced by
engagement with this
module in a logical
manner.
Articulates/illustrates how
professional values about
academic practice have
been influenced by
engagement with this
module, but in a limited
manner.
There is little
articulation/illustration of
how professional values
about academic practice have
been influenced by
engagement with this
module.
There is no
articulation/
illustration of how
professional values
about academic
practice have been
influenced by
engagement with this
module.
Feedback: Result: Pass/Resubmit
(50% Pass)
Signed:
Date:
Total %
59
WRITING A TEACHING PHILOSOPHY STATEMENT RUBRIC
Writing a Teaching Philosophy Statement
Weight
%
Criterion / Criteria
Outstanding
>20 to 25%
Excellent
>15 to 20%
Borderline/ Satisfactory
>10 to 15%
Poorly addressed
>5 to 10%
Very Poorly addressed
>0 to 5%
Not addressed
0%
%
25%
Articulate and clarify
teaching and learning
beliefs and values.
The statement
fulfils all
requirements for
‘Excellent’ and, in
addition, is
outstanding in its
overall arguments
and presentation
The statement defines and
discusses teaching and
learning beliefs and values
in the context of the
literature in a
comprehensive, clear,
concise and cogent
manner.
The statement defines and
discusses teaching and
learning beliefs and values
in the context of the
literature, and is
presented in a logical
manner.
The statement defines and
discusses teaching and
learning beliefs and values,
although in a limited
manner.
The statement provides little
definition of and/ or discussion
of teaching and learning beliefs
and/ or values.
Reference to teaching
and/ or learning
beliefs and values is
not evident in the
statement. 25%
25%
Provide examples of
reflections on
experiences that
demonstrate
alignment between
beliefs and practice.
Statement fulfils
all requirements
for an ‘Excellent’
statement and, in
addition, is
outstanding in its
overall arguments
and presentation.
Integrates a range of
examples and reflections
on experiences, which
demonstrate alignment
between beliefs and
practice in a
comprehensive, clear,
concise and cogent
manner.
Integrates a range of
examples and reflections
on experiences, which
clearly demonstrate
alignment between stated
beliefs and practice in a
logical manner.
Integrates appropriate
examples and/ or reflections
on experiences, which
demonstrate alignment
between beliefs and
practice, although in a
limited manner.
Examples or reflections on
experiences are inappropriate
for the beliefs and practice
and/ or goals defined in the
Statement.
Reflections on
experiences are not
present.
25%
60
25%
The statement is
demonstrably
grounded in
concepts, models
and/or frameworks
from the teaching &
learning literature
in ways that
conclusively add
value.
Statement fulfils all
requirements for an
‘Excellent’ statement
and, in addition, is
outstanding in its
overall arguments and
presentation
The statement is grounded
in, and enhanced by,
concepts, models and/or
frameworks from the
teaching and learning
literature in ways that
conclusively add value in a
comprehensive, clear,
concise and cogent
manner.
The statement is grounded
in concepts, models
and/or frameworks from
the teaching and learning
literature in ways that
conclusively add value in a
logical manner.
The statement is grounded in
concepts, models and/or
frameworks from the
teaching and learning
literature in ways that add
value, although in a limited
manner.
The statement shows little
evidence of grounding the
statement in relevant
concepts, models and / or
frameworks from the teaching
and learning literature in ways
that add value.
There is no evidence
of grounding the
statement in relevant
concepts, models and
/ or frameworks from
the teaching and
learning literature
25%
The teaching
Philosophy
Statement exhibits
critical reflection.
Statement fulfils all
requirements for an
‘Excellent’ statement
and, in addition, is
outstanding in its
overall arguments and
presentation. The
statement may also
contain elements of
meta-reflection, the
ability to reflect on the
process of reflection.
Critical reflection: This
form of reflection shows,
in addition to dialogic
reflection, evidence that
the learner is aware that
the same actions and
events may be seen in
different contexts, and
that the different contexts
may be associated with
different explanations.
Dialogic reflection: This
writing suggests that there
is a ‘stepping back’ from
the events and actions
which leads to a different
level of discourse. There is
a sense of discourse with
the ‘self’ and an
exploration of the role of
the ‘self’ in events and
actions. The quality of
judgements and of
possible alternatives for
explaining and
hypothesising are also
considered. The reflection
is analytical or integrative,
linking factors and
perspectives.
Descriptive reflection: This is
a description of events that
also shows some evidence of
deeper consideration … but
in relatively descriptive
language. There is no real
evidence of the notion of
alternative viewpoints in use.
Descriptive writing: This is a
description of events …. It does
not show evidence of
reflection.
Note: Some parts of a
reflective account will need to
describe the context – but in
the case of ‘descriptive
writing’, the writing does not
go beyond description.
Does not provide any
evidence of reflective
writing.
.
Feedback: Result: Pass/Resubmit
(50% Pass)
Signed:
Date:
Total %
61
COURSE ENTRY REQUIREMENTS
There is one award and one entry route: The Professional Special Purpose Certificate
in Academic Practice: 3 modules to be completed.
This is a special purpose non-major award. The entry requirement is at graduate
level and applicants would normally hold a minimum of an honours degree or
equivalent in any discipline. Prospective candidates should either be academic staff
or staff members who support students to learn (though not postgraduate Teaching
Assistants). All candidates must be in an active teaching role or have teaching
commitments while participating in the course.
APPLICATION PROCEDURE
Applicants for this course can apply directly to;
https://www.tcd.ie/CAPSL/professional-development/special-certificate/
To receive the award, candidates must complete 3 modules and the relevant
assessment within 5 years of enrolment. Upon successful completion of the course,
candidate details will be transferred to the Academic Registry for validation and
commencement scheduling.
Applicants wishing to attend modules without seeking credit must also register
through CAPSL. Participants may also decide to apply to CAPSL for admission to the
Course upon immediate completion of a module.
PROGRESSION
Students who wish to progress to the Diploma/M.Ed. in Teaching and Learning
(Higher Education) have up to 3 years from the date of award of the Professional
Special Purpose Certificate in Academic Practice to apply for entry to the
Diploma/M.Ed. programme. Such candidates can apply to the School of Education
for recognition of prior learning (RPL) through its division of Continuous Professional
Development (CPD) and if relevant, will receive appropriate exemption depending
on those modules studied at Professional Special Purpose Certificate in Academic
Practice level. Applicants will be required to make a case in writing to the CPD
Coordinating Committee, chaired by the University Registrar, seeking exemption
62
from study for modules undertaken at special purpose Certificate level to a
maximum of 15 ECTS. In their submission, candidates will be required to provide
relevant transcripts and details of the modules studied, which will be reviewed by
the Committee on a case by case basis. Where successful, candidates continuing on
to complete the 60/90 ECTS Diploma/M.Ed. in Teaching and Learning in Higher
Education will be required to take three only of the available four 15 ECTS modules,
and to take the 30 ECTS dissertation module if they wish to enter for the award of
the M.Ed. (15 + 45 + 30 = 90 ECTS).
If accepted, candidates are required to rescind their Special Purpose Award as is
College policy. It is recommended that candidates intending to progress to the
Diploma/M.Ed in Higher Education contact the course co-ordinator in the School of
Education, Dr John Walsh prior to choosing modules.
63
Course Director: Dr Ciara O’Farrell +353 1 896 3930 [email protected]
Course Administrator: Ms Jade Concannon
Tel: +353 1 896 3601
64
https://www.tcd.ie/CAPSL/professional-development/special-certificate/
CAPSL
Trinity College Dublin 3-4 Foster Place
Dublin 2 Tel: +353 1 896 3601
Email: [email protected]
© 2019-2020 CAPSL Trinity College